Young Children's Analogical Problem Solving: Gaining Insights from Video Displays

Autor/inn/en	Chen, Zhe; Siegler, Robert S.
Titel	Young Children's Analogical Problem Solving: Gaining Insights from Video Displays
Quelle	(2013), (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1016/j.jecp.2013.08.009
Schlagwörter	Problem Solving; Young Children; Logical Thinking; Toddlers; Learning Strategies; Visual Learning; Task Analysis; Developmental Psychology; Transfer of Training; Learning Activities; Video Technology; Visual Literacy; Educational Practices; Teaching Methods + Suchen Sie Ihr Suchwort? Problemlösen; Frühe Kindheit; Infant; Infants; Toddler; Kleinkind; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Visual education; Visuelles Lernen; Aufgabenanalyse; Entwicklungspsychologie; Training; Transfer; Ausbildung; Lernaktivität; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study examined how toddlers gain insights from source video displays and use the insights to solve analogous problems. Two- to 2.5-year-olds viewed a source video illustrating a problem-solving strategy and then attempted to solve analogous problems. Older but not younger toddlers extracted the problem-solving strategy depicted in the video and spontaneously transferred the strategy to solve isomorphic problems. Transfer by analogy from the video was evident only when the video illustrated the complete problem goal structure, including the character's intention and the action needed to achieve a goal. The same action isolated from the problem-solving context did not serve as an effective source analogue. These results illuminate the development of early representation and processes involved in analogical problem solving. Theoretical and educational implications are discussed. [This article was published in the "Journal of Experimental Child Psychology," v116 n4 p904-913 Dec 2013.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11